Libro

MEDIA LITERACY AND INTERCULTURAL DIALOGUE
Strategies, Debates and Good Practices
“science of works”. GE has a taste of vibration in his body. He likes sound
“louder”. Could it be that the reason why he like a higher volume is that he is
used to this form of audiovisual reading? GE and JO prefer a higher volume of
sound. Some questions arise: To which level? How to establish a standard level
for all? The subject MA perceived sound as louder than the other participants,
to the point of wanting it turned off. Some clues to be explored in our future
investigations: Did MA have a compensation that increased her level of tactile
perception? What would be her appreciation with levels adequate to her
preference? What is the proportion of cases such as MA’s in relation to the
other two subjects’ case?
According to our hypotheses, the deaf may have more sensitivity, which brings
us closer to MA, who felt the sound as louder. The compensation for lack of
audition could increase tactile sensitivity. If that is the case, the sensation of
sound waves may be felt strongly. As for GE, the habit of turning up the volume
of the TV may be the source of his wish to turn up the volume every time he
enjoys audiovisual pieces. We do not have enough information from JO, who
did not state his preferred sound level, leaving us unable to reach a conclusion.
It could be interesting to investigate the question about a standard sound level
for the hearing. Another potential research subject matter would be if they feel
more comfortable “listening” on hearing level.
Thus, we emphasize that producers of movies aimed at a deaf audience must
consider that there is an interest from such viewers on sound in its vibrational
character. We see it as fundamental to reflect about projection rooms within the
spaces where those subjects spend time. The sound is connected to the
pleasure of perceiving audiovisual stimulus.
6.3. Analysis of experiment II
With the movie experiment, we have confirmed that the deaf can perceive
sound. This result of our first inquiry comforts us in the sense of tuning us into
some information that is vital towards using audio on products aimed at a deaf
audience as well as thinking of ways of integrating the deaf and the hearing.
Regarding our second inquiry, we expected two possible outcomes. First, that
sound, as we saw on the previous experiment as being greatly welcomed as
additional entertainment, could cause lack of attention in the experience of
audiovisual education. Second, that sound could, on the contrary, cause a
better reception of audiovisual educational material. The experiment confirms
the usefulness of sound vibration in the reception of film and also of audiovisual
educational material, a result that supports our third inquiry.
We can conclude that sound helps the deaf in their reception of the educational
message using audiovisual media. This effect is increased with the use of
rhythm-based music such as hip hop or reggae.
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